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Creators/Authors contains: "Watkins, Laura"

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  1. ; ; (, Proceedings of the PME Conference)
    Evans, Tanya; Marmur, Orfer; Hunter, Jodie; Leach, Generosa; Jhagroo, Jyoti (Ed.)
    We report on one aspect of the validation process of our mathematical knowledge for teaching college algebra at community colleges MKT-CCA instrument using cognitive interviews with 16 participants 
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    Accepted Manuscript Full Text Available
  2. ; ; (, Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education)
    Evans, Tanya; Marmur, Orfer; Hunter, Jodie; Leach, Generosa; Jhagroo, Jyoti (Ed.)
    We report on one aspect of the validation process of our mathematical knowledge for teaching college algebra at community colleges MKT-CCA instrument using cognitive interviews with 16 participants 
    more » « less
    Accepted Manuscript Full Text Available
  3. ; ; ; ; ; ; ; ; (, Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education)
    Evans, Tanya; Marmur, Ofer; Hunter, Jodie; Leach, Generosa; Jhagroo, Jyoti (Ed.)
    We report on the relationship between community college instructors’ performance on an instrument measuring mathematical knowledge for teaching college algebra with their teaching experience and their frequency of using specific tasks of teaching. The findings support the argument that the instrument assesses critical knowledge for teaching college algebra. We propose further work based on these findings. 
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    Accepted Manuscript Full Text Available
  4. ; ; ; ; ; ; ; ; (, Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education)
    Evans, Tanya; Marmur, Ofer; Hunter, Jodie; Leach, Generosa; Jhagroo, Jyoti (Ed.)
    We report on the relationship between community college instructors’ performance on an instrument measuring mathematical knowledge for teaching college algebra with their teaching experience and their frequency of using specific tasks of teaching. The findings support the argument that the instrument assesses critical knowledge for teaching college algebra. We propose further work based on these findings. 
    more » « less
    Accepted Manuscript Full Text Available
  5. ; ; ; ; ; ; (, International Journal of Mathematical Education in Science and Technology)
    In this paper, we examine the relationships between teachers’ subject matter preparation and experience in teaching and their performance on an instrument measuring mathematical knowledge for teaching Algebra 1. We administered the same instrument to two different samples of teachers−high school practicing teachers and community college faculty − who teach the same algebra content in different levels of institutions, and we compared the performance of the two different samples and the relationships between the measured knowledge and their educational and teaching background across the samples. The comparison suggested that the community college faculty possess a higher level of mathematical knowledge for teaching Algebra 1 than high school teachers. The subsequent analyses using the Multiple Indicator Multiple Causes (MIMIC) models based on our hypothesis on the factors contributing to the differences in the knowledge between the two teacher samples suggest that experience teaching advanced algebra courses has positive effects on the mathematical knowledge for teaching Algebra 1 in both groups. Highlighting the positive effect of algebra-based teaching experience on test performance, we discuss the implications of the impact of subject specific experience in teaching on teachers’ mathematical content knowledge for teaching. 
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    Full Text Available 
  6. ; ; ; ; ; (, The Astrophysical Journal)
    Full Text Available